Teacher self-efficacy of Technology and Livelihood Education 7 teachers in the Schools Division of Quirino

Abstract

Teaching TLE 7 requires teachers to manage practical and pedagogical demands while sustaining meaningful learning. Despite extensive research on teacher self-efficacy, evidence on TLE 7 teachers in Philippine public schools, particularly in the Schools Division of Quirino, remains limited. This study determined the teacher self-efficacy of 50 TLE 7 teachers from 50 public secondary schools. Using a descriptive research design, data were gathered through a questionnaire and analyzed using frequency, percentage, ranking, weighted mean, and chi-square test of independence. The findings showed very high teacher self-efficacy, particularly in lesson planning, classroom environment, mentoring, assessment, and collaboration. Mastery experiences emerged as the strongest source of self-efficacy. However, excessive workload, inadequate teaching materials, overcrowded classrooms, time constraints, and insufficient equipment were reported as moderate setbacks. Significant differences in perceptions of setbacks were found only according to educational attainment. The findings highlight the need to sustain teacher efficacy while addressing workplace conditions that constrain effective teaching.